JQT2 Template.docx.docx



TAT2 Task 2: Integration DesignMelinda GilletteStudent ID Number: 000943219Robbyn MichaelsAssessment Code: TAT2-Task 2August 15, 2018A Written Project Presented to the Faculty of the Teachers College of Western Governors UniversityTAT2 Task 2: Integration DevelopmentThe unit discussed in the sections that follow is a thirteen-day unit on writing equations of lines given various parameters. This unit of instruction is for high school Algebra 1 students at the college prep level. For the math classes at the urban high school (grades 9 to 12) students are grouped by ability and not by age/grade. In total, the high school has approximately 800 students. For this task, the focus will be on the students in the college prep Algebra 1 classes (2 sections). College prep level classes are meant to prepare students who will continue onto to college after high school. With that, there comes varying degrees of motivation ranging from students who are very motivated (should have been in Honors/Advanced level) to students who are not motivated at all (should have been placed in the lower general level class). The urban high school is not 1-1 (meaning each student is given a laptop to borrow for the year), nor does the school have reliable Wi-Fi. In addition, not all students have access to a device to either use Wi-Fi (when it’s working) or use data to access the internet from their device (usually a smart phone). The school does have a few laptop carts and computer labs that are a shared resource, and often difficult to reserve because of the high demand. This makes integrating student-centered technology extremely challenging.The learners are the high school college prep level math students. This 27-member audience is from an urban setting and has 13 boys and 14 girls. The 27 students are made up of 17 freshman, 8 sophomores, and 2 juniors. In this small target population there are 14 (52%) students who are white, 9 (33%) students who are Hispanic, and 4 (15%) African American students. Another unique characteristic of the target population is that there are three students (11%) who receive special education services (either through an IEP or a 504 Plan). The special education students all have learning disabilities, there are no significant physical impairments. The third unique characteristic of this group is that there are five students (19%) who are bilingual, one of whom is enrolled in the English as a Second Language classes at the high school. Technologies in the Technology ProductThe first of three technologies chosen to be integrated both into the plan on instruction and the technology product (website) is the Desmos Scientific Calculator. (Inc., 2018) In my technology product, the link to this online resource will appear on the home page as well as at the top of each day’s plan page. The second technology chosen are two instructional videos from Khan Academy. The first video’s (Slope-intercept equation from two solutions example) link will appear on the day 1 page of the website. (Academy, 2011) The second video’s (slope intercept from a slope and point) link will appear on the day 2 page of the website. (Academy, 2011) When building the website, the videos (and all materials) will be in chronological order, to facilitate ease of use by another teacher.The final technology chosen are two instructional videos from YouTube. The first video’s (Find the equation of a line parallel using slope intercept) link will appear on the day 4 page of the website. (McLogan, 2011) The second video’s (Find the line perpendicular to a line through a given point link will appear on the day 7 page of the website. (McLogan, 2012) Again, to make the website easier to use, the videos (and all materials) will be in chronological order.Limitations and ChallengesWhen creating the website (technology product) there are a few limitations and challenges that may be encountered. Many of these limitations involve when other teachers access the information. All lectures will be uploaded via a PowerPoint presentation. Another teacher trying to access the information may not have Microsoft Office, so they will not be able to view the presentation. As a result, there will be a PDF copy of the slides that can be accessed directly below the PowerPoint.Some worksheets will be Word documents, so those educators who do not have Microsoft Office, will not be able to access the files. Just like with PowerPoint, a PDF version of the worksheets will be available.Another challenge that may be encountered would be when students try to use the Desmos Online Calculator. If Wi-Fi is unreliable, then students will not be able to access the online calculator. Also, if students do not have a personal electronic device to access the internet with, they will not be able to use Desmos. As a result, the teacher should have scientific calculators available for those students to use. When it comes to the final two technologies, instructional videos from Khan Academy and YouTube, there are a few challenges that may arise. The educator trying to access the videos may have a firewall or filtering software installed on their computer/network by their district thus not allowing them to access videos online. This is more likely going to be a limitation for the YouTube videos, as many districts restrict school’s access to the website. For all the videos, referenced in the plan of instruction the technology product will include both a link to the video as well as a downloaded version of the video, when possible.Electronic Reference ToolsThis section will describe three electronic resource tools and where they could be implemented in the plan of instruction. All three electronic resource tools are websites. The first tool is CoolMath. (LLC, 2018) This website has lists of topics by class, so in this case students would go to the ‘Algebra’ section. (LLC, 2018) Then there is an extensive list of topics, when students click on a topic, they get a brief overview of the topic and then a worked out with color coded text explanation. The end of each section also includes a practice problem for students to try on their own. Two topics that could be used during the plan of instruction are Lines-Parallel Lines (LLC, 2018) on day 3 and Lines-Perpendicular Lines (LLC, 2018) on day 6. The second tool is the website Mathwords. (Simmonds, 2017) This website is essentially an online dictionary of math vocabulary words for a broad range of classes. The site is divided up into classes, so students would want to navigate to the Algebra page (Simmonds, 2017) From there they can click on the word that they do not remember the definition of. Each entry has the mathematically correct definition with one example of the skill/concept (when appropriate). One entry that will be essential that students understand is the Slope of a Line and this site does a great job of summarizing what is and how to calculate it. (Simmonds, 2017) This could be used on day 1 as a quick review.Finally, the third tool is MathHelp through the website PurpleMath. (, 2017) This website features a broad range of courses and topics to choose from, in this case students would select Algebra 1. There are many subtopics to choose from under this course, the subtopic that is going to be the most applicable in this plan of instruction is Linear Equations. (, 2017) Once at this menu student can browse the topics and choose which they would like to learn or review. Each subskill can be clicked, and a pop-up appears which often includes a short video about the topic, practice problems and even a test with a few questions. There are a couple of specific sections that would be extremely helpful for students. The first is Write the equation of line (Given 2 Points) and that could be used on day 1. The second is the section Write equation of line (Given Point and Slope) and could be used on day 2.On the created technology product (website) all three electronic resources could have links on the bottom of each day’s plans. This would allow teachers to refer to these resources, thus encouraging students to use them as well. Technology-Driven Assessment ToolsThis section will discuss two different technology-driven assessment tools. The first is student response systems and the second is survey monkey.Student response systems (clickers) are an excellent way to gage student progress at the beginning, middle and end of a lesson, as well as during an activity. Teachers can present a practice problem (review, current concept, or a more complex problem) for students to solve and then respond to the question by selecting the multiple-choice answer that they think is correct. Even though these questions must be multiple-choice, the teacher can design the questions for different purposes such as: recall, application, critical thinking and confidence level. (Bruff, n.d.) Software on the teacher’s computer gathers the data and can create multiple type of reports, including individual student responses. Clickers could be implemented in several places throughout the plan of instruction but would be particularly useful on day 10 and 11. Another technology-driven assessment tool that could be integrated into the plan of instruction is SurveyMonkey’s quiz feature. (SurveyMonkey, n.d.) This free service allows teachers to make quizzes that have many different styles of questions including, multiple choice with one right answer, multiple choice with check boxes for multiple correct answers, rating, select answer from a drop down menu, fill in the blank and short answer questions. As the creator makes a quiz, they can select an option that the question cannot be left blank and must be answered. This is very important for the audience of the plan of instruction. According to their website a few key features are “easily make a quiz online that can be taken on any device, anywhere; allow quiz takers to see their score right away-plus corrected answers and more; access real-time stats about both your quiz takers and their answers.” (SurveyMonkey, n.d.) After the students have completed the quiz, SurveyMonkey collects and sends the maker all the answers. If the questions are not short answer, then the creator can assign points to the questions and SurveyMonkey can automatically grade them. In the plan of instruction, this could be used as a formative assessment about how they liked or did not like the day’s activity, how they are feeling about the content and if they think they need extra help. SurveyMonkey quizzes could be implemented on days 5 and 12.ReferencesAcademy, Khan. (2011, Mar 7). Slope-intercept equation from two solutions example. [Video file]. Retrieved from: , Khan. (2011, Mar 7). Slope intercept from a slope and point. [Video file]. Retrieved from: , Derek. (n.d.). Classroom Response Systems (“Clickers”). Retrieved from: ., Desmos. (2018). Desmos Scientific Calculator. [Software]. Available from: , Consecutive Media. (2018). Algebra Home Page. Retrieved from: , Consecutive Media. (2018). Home Page. Retrieved from: , Consecutive Media. (2018). Parallel Lines. Retrieved from: , Consecutive Media. (2018). Perpendicular Lines. Retrieved from: . (2017). Algebra 1 Help. Retrieved from: McLogan, Brian. (2011, Dec 13). Find the equation of a line parallel using slope intercept. [Video file]. Retrieved from: , Brian. (2012, Jan 27). Find the line perpendicular to a line through a given point. [Video file]. Retrieved from: , Bruce. (2017, July 19). Algebra Page. Retrieved from: Simmons, Bruce. (2017, July 19). Slope of a line. Retrieved from: Simmons, Bruce. (2017, October 19). Home Page. Retrieved from: SurveyMonkey. (n.d.). Create a quiz for anything. Retrieved from: ................
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